This qualitative study explores the external protective factors of family, school, and community as perceived by rural students who live in poverty and demonstrate academic resilience. The purpose of this study was to investigate the factors that were reported by the students and teachers which supported the academic success of these students in a rural school district. By identifying the common variables among academically resilient students, educators identify practices that support or even cultivate resilience in students who are at risk for failure.
Resilience research has revealed both external and internal protective factors that serve to buffer against the effects of risk factors. Specific to academic resilience, individual attributes have been determined to provide significant internal support to students. External protective factors for students related to the family, school, and community have also been identified. By understanding these external protective factors as they are perceived by students, educators may develop policy and practice to support academic resilience.
The study employed multicase methodology using phenomenological interviews. Participants included six students who demonstrated academic resilience. Triangulation of data sources included in-depth, semistructured interviews with six students and a former teacher of each student, verbatim transcription of all interviews, a document review, and personal observations.
Findings revealed protective factors of connections, expectations, experiences, and instruction supported school success in rural students living in poverty.
|Commitee:||Jordan, Joan, O'Dell, Ruth|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 74/09(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Secondary education|
|Keywords:||Academic resilience, External protective factors, Poverty, Resilience, Rural schools|
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